Independent Learner · Use aesthetic features and stylistic devices to achieve purposes and analyse...
Transcript of Independent Learner · Use aesthetic features and stylistic devices to achieve purposes and analyse...
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Independent Learner Year 10, 11 and 12
Course Selection
2020
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G:\Coredata\Admin\Data\Publications\Enrolment Booklets and Forms\2020 Handbooks and Forms\Independent Learner\Year 10, 11, 12 Course Selection V4
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Contents
Fee Schedule ................................................................................................................................... 4
General Subjects ............................................................................................................................. 6
General Subjects ............................................................................................................................. 8
Applied Subjects ........................................................................................................................... 27
Short Courses ................................................................................................................................ 37
Vocational Education and Training ................................................................................................. 39
Important information .................................................................................................................. 50
Year 10 overview .......................................................................................................................... 52
Year 11 Course Selection ............................................................................................................... 55
Year 12 Course Selection ............................................................................................................... 57
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Fee Schedule
Year 10
Subject Resource Fee Additional Fees
General Resource Fee $98 per annum Nil
English $22 per annum Nil
Mathematics $22 per annum Nil
Science $46 per annum Nil
Economics and Business/Health and Physical Education
$22 per annum Nil
History/Geography $22 per annum Nil
Art $22 per annum Nil
Civics and Citizenship $22 per annum Nil
Certificate II in Work for Skill and Vocational Pathways $50 per annum Nil
Year 11 and 12
Subject Resource Fee Additional Fees
General Resource Fee $80 per annum Nil
Essential English $66 per annum Nil
English $66 per annum Nil
Ancient History $66 per annum Nil
Modern History $66 per annum Nil
Geography $66 per annum Nil
Essential Mathematics $66 per annum Nil
General Mathematics $66 per annum Nil
Mathematical Methods $66 per annum Nil
Biology $66 per annum Nil
Chemistry $66 per annum Nil
Psychology $66 per annum Nil
Science in Practice $66 per annum Nil
Social and Community Studies $66 per annum Nil
Short Course – Numeracy $66 per annum Nil
Short Course – Literacy $66 per annum Nil
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Vocational Education and Training (VET)
Subject Resource Fee Additional Fees
BSB10115 Certificate I in Business $150 per annum of course
BSB20115 Certificate II in Business $200 per annum over two years or
$400 for full course VET Placement Week
TBA
BSB30115 Certificate III in Business $370 per annum over two years or
$740 for full course VET Placement Week
TBA
ICT10115 Certificate I in Information, Digital Media and Technology
$150 per annum of course Nil
ICT20115 Certificate II in Information, Digital Media and Technology
$200 per annum over two years or $400 for full course
VET Placement Week TBA
CUA20715 Certificate II Visual Arts $200 per annum over two years or
$400 for full course $110 per annum
for an Art Kit
AHC20116 Certificate II in Agriculture $200 per annum over two years or
$400 for full course VET Placement Week
TBA
AHC30116 Certificate III in Agriculture $370 per annum over two years or
$740 for full course VET Placement Week
TBA
FSK20113 Certificate II in Skills for Work and Vocational Pathways
$200 per annum of course TBA
Certificate III Education Support $400 per annum or $800 for full
course Nil
Other SDE Charges
Other SDEs have specific charges per subject. These are confirmed by these SDE’s on student enrolment. It is
suggested students investigate other SDE websites for charges
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General Subjects
What is a General subject
A General subject is based on a syllabus that has been approved and issued by the QCAA (Queensland Curriculum and Assessment Authority). General subject results will be based on your achievement in three internal assessments (developed by your school), and one external assessment that is set and marked by the QCAA. In most General subjects your internal assessment results will count for 75% of your overall subject result. In maths and science subjects, your internal assessment results will generally count for 50% of your overall result. QCAA will review a sample of each school’s assessment instruments. The number of samples will depend on the number of students studying the subject at a school.
Assessment
Students are required to submit a range of different tasks. Generally there are two types of assessment that
students are required to submit:
Fortnightly tasks to be completed at the end of each lesson / topic booklet (classwork activities)
Assessment items (assignments, exams, practical reports etc.) that are used to create a
student’s folio and determine levels of achievement
It is important that students complete all assessment tasks so they can benefit from teacher
feedback and comment. It is also important that work is submitted regularly and consistently.
Where students are unable to complete assessment items by the due date, formal requests for
extensions should be made to the Senior School Head of Department.
Internal assessment
Based on syllabus requirements, schools will devise three school-based assessment instruments for each senior subject.
The three school-based assessment instruments will be based on the learning described in units 3 and 4 of the syllabus.
Internal assessments might include in-class tests, assignments, essays or some other form. Your work will be marked by
your school, and the QCAA will then review samples of student work for every subject in every school to ensure the quality
and rigour of assessment and results.
External assessment
While schools are implementing their three school-based assessments, they will also be preparing students for the
external assessment. External assessment will be:
• Common to all schools
• Administered under the same conditions at the same time and on the same day across the state in all schools.
• Marked by QCAA according to a commonly applied marking scheme.
Your final subject result will be made up of your external assessment result, plus your three internal assessment results.
In General Mathematics and Science subjects, a student’s external assessment result contributes 50% to their final
subject result. In all other General subjects, it contributes 25%. The external assessment result does not scale the internal
assessment result.
The Queensland Core Skills (QCS) Test will not be part of the new system.
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Time requirements
We would expect that students spend a minimum of 5 hours per week on each of their subjects. This does not include time needed to complete assignments and exams, or for revision. Most students find they spend between 8 and 10 hours per week per subject.
Supervised assessment
All General and Applied subjects require that students complete at least some of their assessment items under supervised conditions, to prove authenticity. All students are required to nominate an appropriate exam supervisor, who is unrelated to the student. More details will be forwarded to students on enrolment.
Subject selection
A number of subjects are offered by teachers at the school. Through our partnerships with other schools of distance
education and state schools, we are able to broaden the range of subjects we can offer students.
If you want to take a subject not listed in our course selection, contact the Senior School Head of Department, as
we may be able to arrange special enrolment in individual subjects on a case by case basis.
Note: Additional fees are payable for these subjects. We strongly recommend participation in the school’s resource hire
scheme so as to ensure you have access to the correct texts and resources.
The following pages give a brief overview of the subjects offered by our school and in partnership with other schools.
Where our school is not the course provider, the provider is clearly identified.
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General Subjects
English
English focuses on the study of both literary texts and non-literary texts, developing students as independent, innovative
and creative learners and thinkers who appreciate the aesthetic use of language, analyse perspectives and evidence, and
challenge ideas and interpretations through the analysis and creation of varied texts.
Students are offered opportunities to interpret and create texts for personal, cultural, social and aesthetic purposes. They
learn how language varies according to context, purpose and audience, content, modes and mediums, and how to use it
appropriately and effectively for a variety of purposes. Students have opportunities to engage with diverse texts to help
them develop a sense of themselves, their world and their place in it.
Students communicate effectively in Standard Australian English for the purposes of responding to and creating texts.
They make choices about generic structures, language, textual features and technologies for participating actively in
literary analysis and the creation of texts in a range of modes, mediums and forms, for a variety of purposes and
audiences. They explore how literary and non-literary texts shape perceptions of the world and consider ways in which
texts may reflect or challenge social and cultural ways of thinking and influence audiences.
Pathways
A course of study in English promotes open-mindedness, imagination, critical awareness and intellectual flexibility — skills
that prepare students for local and global citizenship, and for lifelong learning across a wide range of contexts.
Objectives
By the conclusion of the course of study, students will:
Use patterns and conventions of genres to achieve particular purposes in cultural contexts and social
situations
Establish and maintain roles of the writer/speaker/signer/designer and relationships with audiences
Create and analyse perspectives and representations of concepts, identities, times and places
Make use of and analyse the ways cultural assumptions, attitudes, values and beliefs underpin texts
and invite audiences to take up positions
Use aesthetic features and stylistic devices to achieve purposes and analyse their effects in texts
Select and synthesise subject matter to support perspectives
Organise and sequence subject matter to achieve particular purposes
Use cohesive devices to emphasise ideas and connect parts of texts
Make language choices for particular purposes and contexts
Use grammar and language structures for particular purposes
Use mode-appropriate features to achieve particular purposes.
Recommendations for success
It is recommended that a student has achieved a C or above in Year 10 English.
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Structure
Unit 1 Unit 2 Unit 3 Unit 4
Perspectives and texts Texts and culture Textual connections Close study of literary
texts
Examining and creating
perspectives in texts
Responding to a variety
of non-literary and literary
texts
Creating responses for
public audiences and
persuasive texts
Examining and shaping
representations of culture
in texts
Responding to literary
and non-literary texts,
including a focus on
Australian texts
Creating imaginative and
analytical texts
Exploring connections
between texts
Examining different
perspectives of the same
issue in texts and shaping
own perspectives
Creating responses for
public audiences and
persuasive texts
Engaging with literary
texts from diverse times
and places
Responding to literary
texts creatively and
critically
Creating imaginative
and analytical texts
Assessment
CTSDE will devise assessments in Units 1 and 2 to prepare students for Units 3 and 4 assessment.
In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added
together to provide a subject score out of 100. Students will also receive an overall subject result (A–E).
Summative assessments
Unit 3 Unit 4
Summative internal assessment 1 (IA1):
Extended response — written response
for a public audience
25%
Summative internal assessment 3 (IA3):
Examination — imaginative written
response
25%
Summative internal assessment 2 (IA2):
Extended response — persuasive spoken
response. Student gestures and facial
expression must be visible.
25%
Summative external assessment (EA):
Examination — analytical written response 25%
Texts
Year 11
CTSDE Senior English texts are selected from a QCAA approved text list. Students have opportunities to engage with a
diverse range of texts to help them develop a sense of themselves, their world and their place in it. The following texts and
films will be studied during the two-year course. Parents and guardians should review these texts before the student
selects this subject.
Boys of Blood and Bone David Metzenthen ISBN 9780143001300
Taming of the Shrew Script Cambridge School Shakespeare
The Taming of the Shrew DVD GLOBE ON SCREEN
Australian Identities DVD 1
Video Vox 7 Part 3 “Marking Time”
Semester 2
Follow the Rabbit Proof Fence Doris Pilkington/Nugi Garimara ISBN 9780702233555
Rabbit Proof Fence DVD Hanway Films
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Year 12
Semester 1
Schindler’s Ark Thomas Keneally ISBN 9781473639034
The Boy in the Striped Pyjamas DVD Miramax Films
Semester 2
Macbeth with Related Readings ISBN 9780176057893
MACBETH DVD GLOBE ON SCREEN
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Ancient History
Ancient History provides opportunities for students to study people, societies and civilisations of the past, from the
development of the earliest human communities to the end of the Middle Ages. Students explore the interaction of
societies, and the impact of individuals and groups on ancient events and ways of life, and study the development of some
features of modern society, such as social organisation, systems of law, governance and religion.
Students analyse and interpret archaeological and written evidence. They develop increasingly sophisticated skills and
understandings of historical issues and problems by interrogating the surviving evidence of ancient sites, societies,
individuals and significant historical periods. They investigate the problematic nature of evidence, pose increasingly
complex questions about the past and formulate reasoned responses.
Students gain multi-disciplinary skills in analysing textual and visual sources, constructing arguments, challenging
assumptions, and thinking both creatively and critically.
Pathways
Ancient History is a General subject suited to students who are interested in pathways beyond school that lead to tertiary
studies, vocational education or work. A course of study in Ancient History can establish a basis for further education and
employment in the fields of archaeology, history, education, psychology, sociology, law, business, economics, politics,
journalism, the media, health and social sciences, writing, academia and research. The skills developed in Ancient History
can be used in students’ everyday lives — including their work — when they need to understand situations, place them in
perspective, identify causes and consequences, acknowledge the viewpoints of others, develop personal values, make
judgments and reflect on their decisions.
Objectives
By the conclusion of the course of study, students will:
Comprehend terms, concepts and issues
Devise historical questions and conduct research
Analyse evidence from historical sources to show understanding
Synthesise evidence from historical sources to form a historical argument
Evaluate evidence from historical sources to make judgments
Create responses that communicate meaning to suit purpose.
Assumes knowledge, prior learning or experience
Before studying Ancient History, it is assumed students have studied the Australian Curriculum: 7–10 History. Through this
prior learning it is assumed students understand and can apply historical concepts, including evidence, continuity and
change, cause and effect, significance, perspectives, empathy, and contestability.
It is also assumed students understand and can apply historical skills, including chronology, terms and concepts; historical
questions and research; analysis and use of sources; perspectives and interpretations; and explanation and
communication.
Recommendations for success
It is recommended that students have achieved a B in Year 10 English and History due to the literacy demands of the
subject.
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Structure
Unit 1 Unit 2 Unit 3 Unit 4
Investigating the
ancient world
Personalities in their
time
Reconstructing the
ancient world
People, power and
authority
Digging up the past
Ancient societies –
Beliefs, rituals and
funerary practices
Hannibal Barca
Agrippina the younger
Assyria from Tiglath
Pileser III to the fall of
the Empire
Pompeii and
Herculaneum
The Persian Wars
Assessment
CTSDE will devise assessments in Units 1 and 2 to prepare students for Units 3 and 4 assessment.
In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added
together to provide a subject score out of 100. Students will also receive an overall subject result (A–E).
Summative assessments
Unit 3 Unit 4
Summative internal assessment 1 (IA1):
Examination — essay in response
to historical sources
25%
Summative internal assessment 3 (IA3):
Investigation — historical essay
based on research
25%
Summative internal assessment 2 (IA2):
Independent source investigation 25%
Summative external assessment (EA):
Examination — short responses to
historical sources
25%
Texts
Year 11:
Semester 2
Antiquity 2 - 4th Edition ISBN 9780190302986
Year 12
Antiquity 2 - 4th Edition ISBN 9780190302986
Independent Learning Materials
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Modern History
Modern History provides opportunities for students to gain historical knowledge and understanding about some of the
main forces that have contributed to the development of the Modern World and to think historically and form a historical
consciousness in relation to these same forces.
Modern History enables students to empathise with others and make meaningful connections between the past, present
and possible futures.
Students learn that the past is contestable and tentative. Through inquiry into ideas, movements, national experiences and
international experiences they discover how the past consists of various perspectives and interpretations.
Students gain a range of transferable skills that will help them become empathetic and critically-literate citizens who are
equipped to embrace a multicultural, pluralistic, inclusive, democratic, compassionate and sustainable future.
Pathways
Modern History is a General subject suited to students who are interested in pathways beyond school that lead to tertiary
studies, vocational education or work. A course of study in Modern History can establish a basis for further education and
employment in the fields of history, education, psychology, sociology, law, business, economics, politics, journalism, the
media, writing, academia and strategic analysis. The skills developed in Modern History can be used in students’ everyday
lives — including their work — when they need to understand situations, place them in perspective, identify causes and
consequences, acknowledge the viewpoints of others, develop personal values, make judgments and reflect on their
decisions.
Objectives
By the conclusion of the course of study, students will:
Comprehend terms, concepts and issues
Devise historical questions and conduct research
Analyse evidence from historical sources to show understanding
Synthesise evidence from historical sources to form a historical argument
Evaluate evidence from historical sources to make judgments
Create responses that communicate meaning to suit purpose.
Assumed knowledge, prior learning or experience
Before studying Modern History, it is assumed students have studied the Australian Curriculum: 7–10 History. Through
this prior learning it is assumed students understand and can apply historical concepts, including evidence, continuity and
change, cause and effect, significance, perspectives, empathy, and contestability.
It is also assumed students understand and can apply historical skills, including chronology, terms and concepts; historical
questions and research; analysis and use of sources; perspectives and interpretations; and explanation and
communication.
Recommendations for success
It is recommended that students have achieved a B in Year 10 English and History due to the literacy demands of the
subject.
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Structure
Unit 1 Unit 2 Unit 3 Unit 4
Ideas in the modern
world
Movements in the
modern world
National experiences
in the modern world
International
experiences in the
modern world
French Revolution,
1789-1799
Alternative topic: Rise
of Communism in
China
Australian Indigenous
Rights Movement
since 1967
African –American civil
rights movement,
1954-1968
Australia, 1914-1949
Germany, 1914-1945
Struggle for peace in
the Middle East since
1948
Australian
engagement with Asia
since 1945
Assessment
CTSDE will devise assessments in Units 1 and 2 to prepare students for Units 3 and 4 assessment.
In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added
together to provide a subject score out of 100. Students will also receive an overall subject result (A–E).
Summative assessments
Unit 3 Unit 4
Summative internal assessment 1 (IA1):
Examination – essay in response to
historical sources
25%
Summative internal assessment 3 (IA3):
Investigation – historical essay based on
research
25%
Summative internal assessment 2 (IA2):
Investigation – Independent source
investigation
25%
Summative internal assessment (EA):
Examination – short responses to
historical sources
25%
Texts
Year 11 & 12
Nil Text.
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Geography
Geography focuses on the significance of ‘place’ and ‘space’ in understanding our world. Students engage in a range of
learning experiences that develop their geographical skills and thinking through the exploration of geographical challenges
and their effects on people, places and the environment.
Students investigate places in Australia and across the globe to observe and measure spatial, environmental, economic,
political, social and cultural factors. They interpret global concerns and challenges including responding to risk in hazard
zones, planning sustainable places, managing land cover transformations and planning for population change. They
develop an understanding of the complexities involved in sustainable planning and management practices.
Students observe, gather, organise, analyse and present data and information across a range of scales. They engage in
real-world applications of geographical skills and thinking, including the collection and representation of data.
Pathways
Geography is a General subject suited to students who are interested in pathways beyond school that lead to tertiary
studies, vocational education or work. A course of study in Geography can establish a basis for further education and
employment in the fields of urban and environmental design, planning and management; biological and environmental
science; conservation and land management; emergency response and hazard management; oceanography, surveying,
global security, economics, business, law, engineering, architecture, information technology, and science. These
pathways draw on the skills acquired through understanding and using spatial technologies.
Objectives
By the conclusion of the course of study, students will:
Explain geographical processes
Comprehend geographic patterns
Analyse geographical data and information
Apply geographical understanding
Synthesise information from the analysis to propose action
Communicate geographical understanding.
Recommendations for success
It is recommended that students have achieved a B in Year 10 English and a Social Science due to the literacy demands
of the subject.
Structure
Unit 1 Unit 2 Unit 3 Unit 4
Responding to risk
and vulnerability in
hazard zones
Planning sustainable
places
Responding to land
cover transformations
Managing population
change
Natural hazard zones
Ecological hazard
zones
Responding to
challenges facing a
place in Australia
Managing the
challenges facing a
megacity
Land cover
transformations and
climate change
Responding to local
land cover
transformations
Population challenges
in Australia
Global population
change
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Assessment
CTSDE will devise assessments in Units 1 and 2 to prepare students for Units 3 and 4 assessment.
In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added
together to provide a subject score out of 100. Students will also receive an overall subject result (A–E).
Summative assessments
Unit 3 Unit 4
Summative internal assessment 1 (IA1):
Examination – combined response 25%
Summative internal assessment 3 (IA3):
Investigation – data report 25%
Summative internal assessment 2 (IA2):
Investigation – field report 25%
Summative internal assessment (EA):
Examination – combined response 25%
Texts
Year 11:
Jacaranda Senior Geography 1 QLD Units 1&2 - Third edition ISBN 9780730363781
Year 12:
Jacaranda Senior Geography 2 QLD Units 3&4 Third Edition ISBN 9780730369042
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General Mathematics
Building on the content of the P–10 Australian Curriculum, General Mathematics’ major domains are:
Number and algebra
Measurement and geometry
Statistics
Networks and matrices. General Mathematics is designed for students who want to extend their mathematical skills beyond Year 10 but whose future studies or employment pathways do not require calculus. Students build on and develop key mathematical ideas, including rates and percentages, concepts from financial mathematics, linear and non-linear expressions, sequences, the use of matrices and networks to model and solve authentic problems, the use of trigonometry to find solutions to practical problems, and the exploration of real-world phenomena in statistics. Students engage in a practical approach that equips learners for their needs as future citizens. They learn to ask appropriate questions, map out pathways, reason about complex solutions, set up models and communicate in different forms. They experience the relevance of mathematics to their daily lives, communities and cultural backgrounds. They develop the ability to understand, analyse and take action regarding social issues in their world.
Pathways
A course of study in General Mathematics can establish a basis for further education and employment in the fields of
business, commerce, education, finance, IT, social science and the arts.
Objectives
By the conclusion of the course of study, students will:
Select, recall and use facts, rules, definitions and procedures drawn from number and algebra, measurement and
geometry, statistics, and networks and matrices
Comprehend mathematical concepts and techniques drawn from number and algebra, measurement and
geometry, statistics, and networks and matrices
Communicate using mathematical, statistical and everyday language and conventions
Evaluate the reasonableness of solutions
Justify procedures and decisions by explaining mathematical reasoning
Solve problems by applying mathematical concepts and techniques drawn from number and algebra,
measurement and geometry, statistics, and networks and matrices.
Recommendations for success
Assumed knowledge
It is recommended that students should have achieved at least a C across both semesters of Year 10.
The following is a non-exhaustive list of assumed knowledge from the P–10 Australian Curriculum:
Solve a range of problems using percentages, rates and ratios, surface area and volume, Pythagoras’ theorem,
simple algebraic fractions, linear and quadratic equations
Understand the connection between algebraic and graphical representations, using appropriate technology
Calculate and compare measures of central tendency (mean, median and mode) and measures of spread;
determine quartiles, interquartile range (IQR) and range
Construct and interpret box plots and use them to compare datasets; compare shapes of box plots to
corresponding histograms and dot plots
Use scatter plots to investigate and comment on relationships between two numerical variables
Understand bivariate numerical data where the independent variable is time
Solve right-angled triangle problems, using trigonometric ratios
Solve simultaneous equations
Construct back-to-back stem-and-leaf plots and histograms
Solve linear equations
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Understand the difference between numerical and categorical variables
Solve basic problems involving simple and compound interest.
Structure
Unit 1 Unit 2 Unit 3 Unit 4
Money, measurement
and relations
Applied trigonometry,
algebra, matrices and
univariate data
Bivariate data,
sequences and
change, and Earth
geometry
Investing and
networking
Consumer arithmetic
Shape and
measurement
Linear equations and
their graphs
Applications of
trigonometry
Algebra and matrices
Univariate data
analysis
Bivariate data analysis
Time series analysis
Growth and decay in
sequences
Earth geometry and
time zones
Loans, investments
and annuities
Graphs and networks
Networks and
decision mathematics
Assessment
CTSDE will devise assessments in Units 1 and 2 to prepare students for Units 3 and 4 assessment.
In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added
together to provide a subject score out of 100. Students will also receive an overall subject result (A–E).
Summative assessments
Unit 3 Unit 4
Summative internal assessment 1 (IA1):
Problem-solving and modelling task 20%
Summative internal assessment 3 (IA3):
Examination 15%
Summative internal assessment 2 (IA2):
Examination 15%
Unit 3 and 4
Summative external assessment (EA):
Examination
50%
Texts
Year 11 & 12
Nil Texts.
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Equipment
Any of the scientific calculator models listed below would be suitable for this course:
o Casio fx 82AU Plus II
o Sharp EL 531 WH
o Texas Instruments TI – 30XB
Note: Graphic calculators are not permitted in General Mathematics exams.
Access to Microsoft Office with Word, Excel and OneNote
Access to a computer graphing package (such as: Desmos, GeoGebra) is desirable.
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Mathematical Methods
Mathematical Methods’ major domains are:
Algebra
Functions, relations and their graphs
Calculus
Statistics
Mathematical Methods enables students to see the connections between mathematics and other areas of the
curriculum and apply their mathematical skills to real-world problems, becoming critical thinkers, innovators and
problem-solvers.
Students learn topics that are developed systematically, with increasing levels of sophistication, complexity and
connection, and build on algebra, functions and their graphs, and probability from the P–10 Australian Curriculum.
Calculus is essential for developing an understanding of the physical world. The domain Statistics is used to
describe and analyse phenomena involving uncertainty and variation. Both are the basis for developing effective
models of the world and solving complex and abstract mathematical problems.
Students develop the ability to translate written, numerical, algebraic, symbolic and graphical information from one
representation to another. They make complex use of factual knowledge to successfully formulate, represent and
solve mathematical problems.
Note: Mathematical Methods may be studied concurrently with General Mathematics.
Pathways
A course of study in Mathematical Methods can establish a basis for further education and employment in the fields of
natural and physical sciences (especially physics and chemistry), mathematics and science education, medical and health
sciences (including human biology, biomedical science, nanoscience and forensics), engineering (including chemical, civil,
electrical and mechanical engineering, avionics, communications and mining), computer science (including electronics and
software design), psychology and business.
Objectives
By the conclusion of the course of study, students will:
Select, recall and use facts, rules, definitions and procedures drawn from algebra, functions, relations
and their graphs, calculus and statistics
Comprehend mathematical concepts and techniques drawn from algebra, functions, relations and
their graphs, calculus and statistics
Communicate using mathematical, statistical and everyday language and conventions
Evaluate the reasonableness of solutions
Justify procedures and decisions by explaining mathematical reasoning
Solve problems by applying mathematical concepts and techniques drawn from algebra, functions,
relations and their graphs, calculus and statistics.
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Recommendations for success
It is recommended that students should have achieved at least a B in Year 10 Mathematics.
Assumed knowledge
The following is a non-exhaustive list of assumed knowledge from the P–10 Australian Curriculum that must be learnt or
revised and maintained as required:
Factorising, expanding and simplifying algebraic expressions including monic quadratic expressions
using a variety of strategies
Applying the four operations to simple algebraic fractions with numerical denominators
Substituting values into formulas to determine an unknown
Solving problems involving linear equations, including those derived from formulas and those that
involve simple algebraic fractions
The equation of a line in the form 𝑦= 𝑚x + 𝑐
Parallel and perpendicular lines, including 𝑚1 = 𝑚2 and 𝑚1𝑚2 = −1
Exploring the connection between algebraic and graphical representations of relations such as simple
quadratics, circles and exponentials using digital technology as appropriate
Solving simple quadratic equations using a range of strategies
Solving linear simultaneous equations, using algebraic and graphical techniques, including using
digital technology
Solving linear inequalities and graphing their solutions on a number line
Solving right-angled triangle problems using trigonometric skills
Describing the results of two- and three-step chance experiments to determine probabilities of events
and investigating the concept of independence and conditional probability
Obtaining simple statistics from discrete and continuous data, including mean, median, mode,
quartiles, range and interquartile range
Using scatterplots to investigate and comment on relationships between two numerical variables
Investigating and describing bivariate numerical data where the independent variable is time
Translating word problems to mathematical form.
Structure
Unit 1 Unit 2 Unit 3 Unit 4
Algebra, statistics and
functions
Calculus and further
functions
Further calculus Further functions and
statistics
Arithmetic and
geometric sequences
and series 1
Functions and graphs
Counting and
probability
Exponential functions 1
Arithmetic and
geometric sequences
Exponential functions 2
The logarithmic
function 1
Trigonometric
functions 1
Introduction to
differential calculus
Further differentiation
and applications 1
Discrete random
variables 1
The logarithmic
function 2
Further differentiation
and applications 2
Integrals
Further differentiation
and applications 3
Trigonometric
functions 2
Discrete random
variables 2
Continuous random
variables and the
normal distribution
Interval estimates for
proportions
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Assessment
CTSDE will devise assessments in Units 1 and 2 to prepare students for Units 3 and 4 assessment.
In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added
together to provide a subject score out of 100. Students will also receive an overall subject result (A–E).
Summative assessments
Unit 3 Unit 4
Summative internal assessment 1 (IA1):
Problem-solving and modelling task 20%
Summative internal assessment 3 (IA3):
Examination 15%
Summative internal assessment 2 (IA2):
Examination 15%
Unit 3 and 4
Summative external assessment (EA):
Examination
50%
Texts
Year 11
Nelson QMATHS Mathematical Methods Year 11 ISBN 9780170412858
Year 12
Cambridge Maths Methods Units 3&4 ISBN 978108451642
Equipment
A list of approved calculators for the Senior External Assessments can be found on the QCAA
website, Graphics calculator list: https://www.qcaa.qld.edu.au/downloads/senior-
qce/common/snr_syll_ea_graphics_calculators_list.pdf
Access to Microsoft Office with Word, Excel and OneNote is essential.
Access to a computer graphing package (for example, Graphmatica, Desmos) is essential.
Page 23 of 60
Biology
If you would like to choose Biology, restrictions will apply. Please contact the Head of Department for Biology for
further information.
Biology provides opportunities for students to engage with living systems.
Students develop their understanding of cells and multicellular organisms. They engage with the concept of maintaining
the internal environment. They study biodiversity and the interconnectedness of life. This knowledge is linked with the
concepts of heredity and the continuity of life.
Students learn and apply aspects of the knowledge and skills of the discipline (thinking, experimentation, problem-solving
and research skills), understand how it works and how it may impact society. They develop their sense of wonder and
curiosity about life; respect for all living things and the environment; understanding of biological systems, concepts,
theories and models; appreciation of how biological knowledge has developed over time and continues to develop; a
sense of how biological knowledge influences society.
Students plan and carry out fieldwork, laboratory and other research investigations; interpret evidence; use sound,
evidence-based arguments creatively and analytically when evaluating claims and applying biological knowledge; and
communicate biological understanding, findings, arguments and conclusions using appropriate representations, modes
and genres.
Pathways
A course of study in Biology can establish a basis for further education and employment in the fields of medicine,
forensics, veterinary science, food and marine sciences, agriculture, biotechnology, environmental rehabilitation science,
biosecurity, quarantine, conservation and sustainability.
Objectives
By the conclusion of the course of study, students will:
Describe and explain scientific concepts, theories, models and systems and their limitations
Apply understanding of scientific concepts, theories, models and systems within their limitations
Analyse evidence
Interpret evidence
Investigate phenomena
Evaluate processes, claims and conclusions
Communicate understandings, findings, arguments and conclusions.
Recommendations for success
It is recommended that a student has achieved a B or better in Year 10 Science.
Structure
Unit 1 Unit 2 Unit 3 Unit 4
Cells and multicellular
organisms
Maintaining internal
environment
Biodiversity and the
interconnectedness of
life
Heredity and
continuity of life
Cells as the basis of
life
Multicellular organisms
Homeostasis
Infectious diseases
Describing biodiversity
Ecosystem dynamics
DNA, genes and the
continuity of life
Continuity of life on
Earth
Page 24 of 60
Assessment
CTSDE will devise assessments in Units 1 and 2 to prepare students for Units 3 and 4 assessment.
In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added
together to provide a subject score out of 100. Students will also receive an overall subject result (A–E).
Summative assessments
Unit 3 Unit 4
Summative internal assessment 1 (IA1):
Data test 10%
Summative internal assessment 3 (IA3):
Research investigation 20%
Summative internal assessment 2 (IA2):
Student experiment 20%
Unit 3 and 4
Summative external assessment (EA):
Examination
50%
Texts
Year 11:
Nelson QSCIENCE BIOLOGY Units 1&2 ISBN 9780170411592
Year 12:
Nelson QSCIENCE BIOLOGY Units 3&4 ISBN 9780170411677
Page 25 of 60
Psychology
Psychology provides opportunities for students to engage with concepts that explain behaviours and underlying
cognitions.
Students examine individual development in the form of the role of the brain, cognitive development, human
consciousness and sleep. They investigate the concept of intelligence; the process of diagnosis and how to classify
psychological disorder and determine an effective treatment; and the contribution of emotion and motivation on individual
behaviour. They examine individual thinking and how it is determined by the brain, including perception, memory, and
learning. They consider the influence of others by examining theories of social psychology, interpersonal processes,
attitudes and cross-cultural psychology.
Students learn and apply aspects of the knowledge and skill of the discipline (thinking, experimentation, problem-solving
and research skills), understand how it works and how it may impact society.
Pathways
A course of study in Psychology can establish a basis for further education and employment in the fields of psychology,
sales, human resourcing, training, social work, health, law, business, marketing and education.
Objectives
By the conclusion of the course of study, students will:
Describe and explain scientific concepts, theories, models and systems and their limitations
Apply understanding of scientific concepts, theories, models and systems within their limitations
Analyse evidence
Interpret evidence
Investigate phenomena
Evaluate processes, claims and conclusions
Communicate understandings, findings, arguments and conclusions.
Recommendations for success
It is recommended that students have achieved a B or better in Year 10 Science.
Structure
Unit 1 Unit 2 Unit 3 Unit 4
Individual development Individual behaviour Individual thinking The influence of others
Psychological science A
The role of the brain
Cognitive development
Human consciousness
and sleep
Psychological science B
Intelligence
Diagnosis
Psychological disorders
and treatments
Emotion and motivation
Localisation of function
in the brain
Visual perception
Memory
Learning
Social psychology
Interpersonal
processes
Attitudes
Cross-cultural
psychology
Page 26 of 60
Assessment
CTSDE will devise assessments in Units 1 and 2 to prepare students for Units 3 and 4 assessment.
In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added
together to provide a subject score out of 100. Students will also receive an overall subject result (A–E).
Summative assessments
Unit 3 Unit 4
Summative internal assessment 1 (IA1):
Data test 10%
Summative internal assessment 3 (IA3):
Research investigation 20%
Summative internal assessment 2 (IA2):
Student experiment 20%
Unit 3 and 4
Summative external assessment (EA):
Examination
50%
Texts
Year 11:
PSYCHOLOGY for Queensland Units 1&2 ISBN 9780190313296
Year 12:
PSYCHOLOGY for Queensland Units 3&4 ISBN 9780190313340
Page 27 of 60
Applied Subjects
These subjects and courses are generally aimed at students not planning on tertiary education, and/or whose literacy and
numeracy skills may make some subjects difficult to manage.
Applied subjects count toward the QCE and may count toward the ATAR.
Applied subject results will be based on your achievement in four internal assessments.
Internal assessments might include in-class tests, assignments, essays or some other form. Your work will be marked by your
school, and the QCAA will then review samples of student work for every subject in every school to ensure the quality and
rigour of assessment and results.
We are also offering two short courses (A Short Course in Literacy and A Short Course in Numeracy). Successful completion
of these courses fulfils the literacy and numeracy requirements for the QCE. Other students may wish to select these courses
to review or consolidate their literacy and numeracy before attempting more challenging courses.
Page 28 of 60
Science in Practice
Science in Practice develops critical thinking skills through the evaluation of claims using systematic reasoning and an
enhanced scientific understanding of the natural and physical world.
Students learn through a contextual interdisciplinary approach that includes aspects of at least two science disciplines —
Biology, Chemistry, Earth and Environmental Science or Physics. They are encouraged to become scientifically literate,
that is, to develop a way of thinking and of viewing and interacting with the world that engages the practical and analytical
approaches of scientific inquiry.
Students plan investigations, analyse research and evaluate evidence. They engage in practical activities, such as
experiments and hands-on investigations. Through investigations they develop problem-solving skills that are transferable
to new situations and a deeper understanding of the nature of science.
Pathways
A course of study in Science in Practice is inclusive and caters for a wide range of students with a variety of backgrounds,
interests and career aspirations. It can establish a basis for further education and employment in many fields, for example,
animal welfare, food technology, forensics, health and medicine, the pharmaceutical industry, recreation and tourism,
research, and the resources sector.
Objectives
By the conclusion of the course of study, students will:
Describe and explain scientific facts, concepts and phenomena in a range of situations
Describe and explain scientific skills, techniques, methods and risks
Analyse data, situations and relationships
Apply scientific knowledge, understanding and skills to generate solutions
Communicate using scientific terminology, diagrams, conventions and symbols
Plan scientific activities and investigations
Evaluate reliability and validity of plans and procedures, and data and information
Draw conclusions, and make decisions and recommendations using scientific evidence.
Recommendations for success
It is recommended that a student has achieved a C or better in Year 10 Science.
Structure
The Science in Practice course is designed around core topics and at least three electives.
Core topics Electives over the two year program
Scientific literacy and working scientifically
Workplace health and safety
Communication and self-management
Science for the workplace
Resources, energy and sustainability
Health and lifestyles
Environments
Discovery and change
Page 29 of 60
Assessment
For Science in Practice, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four
instruments, including:
At least one investigation based on primary data
A range of assessment instruments that includes no more than two assessment instruments from any
one technique.
Project Investigation Collection of work Short response
A response to a single
task, situation and/or
scenario
A response that
includes locating and
using information
beyond students’ own
knowledge and the
data they have been
given
A response to a series
of tasks relating to a
single topic in a
module or work
A technique that
assesses the
interpretation,
analysis/examination
and/or evaluation of
ideas and information
in provided stimulus
materials
Students use different
materials and design features
to build a sound proof office in
an industrial area. Students will
develop: (1) a design proposal;
(2) a model of a sound proof
room (office); (3) a PowerPoint
presentation evaluating the
construction of and the
materials used in the design
and construction of the sound
proof room.
Individual task:
Written component –
students to write a report
including a design proposal
of the sound proof room
(office).
500-900 words
Multimodal component –
presentation
Students will deliver a
PowerPoint presentation
evaluating construction
process and viability of
material used for the walls of
the sound proof office.
3.0-6.0 minutes
Product component –
students will produce a
modal of the sound proof
office
Research portfolio: Investigate
the effectiveness of a particular
consumer product (for
example, soap) to provide
conclusions regarding the most
effective product tested.
Written response scientific
report addressing the
consumer product chosen.
A digital journal is to be kept
and submitted (including
digital photographs and/or
movie clip) that
demonstrates planning
process and raw data
analysis.
Written: 600-1000 words
Student complete three
instruments related to the
forces of rollercoasters.
Performance component
Students design and conduct
experiments that will illustrate
and identify forces affecting
rollercoasters.
Multimodal component –
presentation.
Students present a
multimodal presentation (e.g.
PowerPoint presentation) on
how Newton’s Laws of
Motion affect the safety and
motion, and thus the design,
of rollercoasters.
2.0-3.0 minutes.
Multimodal component –
non-presentation
Students evaluate the
impacts of a rollercoaster
theme park on the
environment and develop an
environmental management
plan for a proposed
rollercoaser theme park in
the local area (supported by
explanatory notes,
references, data and
diagrams).
Maximum: 6 A4 pages (or
equivalent)
Supervised Written: Responses
to be unseen food safety
scenario-based stimulus
materials in a series of short
item (single-word and short
answer), interpreting graphs
and tables and paragraph
responses.
60.0-90.0 minutes
Short response test –
students will address
questions, scenarios and
problems associated with
the unit and respond to
single-word and short
answer questions.
Closed book exam
50-250 words
Page 30 of 60
Essential English
Essential English develops and refines students’ understanding of language, literature and literacy to enable them to
interact confidently and effectively with others in everyday, community and social contexts. Students recognise language
and texts as relevant in their lives now and in the future and learn to understand, accept or challenge the values and
attitudes in these texts.
Students engage with language and texts to foster skills to communicate confidently and effectively in Standard Australian
English in a variety of contemporary contexts and social situations, including every day, social, community, further
education and work-related contexts. They choose generic structures, language, language features and technologies to
best convey meaning. They develop skills to read for meaning and purpose, and to use, critique and appreciate a range of
contemporary literary and non-literary texts.
Students use language effectively to produce texts for a variety of purposes and audiences and engage creative and
imaginative thinking to explore their own world and the worlds of others. They actively and critically interact with a range of
texts, developing an awareness of how the language they engage with positions them and others.
Pathways
A course of study in Essential English promotes open-mindedness, imagination, critical awareness and intellectual
flexibility — skills that prepare students for local and global citizenship, and for lifelong learning across a wide range of
contexts.
Objectives
By the conclusion of the course of study, students will:
Use patterns and conventions of genres to achieve particular purposes in cultural contexts and social
situations
Use appropriate roles and relationships with audiences
Construct and explain representations of identities, places, events and concepts
Make use of and explain the ways cultural assumptions, attitudes, values and beliefs underpin texts
and influence meaning
Explain how language features and text structures shape meaning and invite particular responses
Select and use subject matter to support perspectives
Sequence subject matter and use mode-appropriate cohesive devices to construct coherent texts
Make mode-appropriate language choices according to register informed by purpose, audience and
context
Use language features to achieve particular purposes across modes.
Page 31 of 60
Structure
Unit 1 Unit 2 Unit 3 Unit 4
Language that works Texts and human
experiences
Language that
influences
Representation and
popular culture texts
Responding to a variety
of texts used in and
developed for a work
context
Creating multi-modal and
written texts
Responding to reflective
and non-fiction texts that
explore human
experiences
Creating spoken and
written texts
Creating and shaping
perspectives on
community, local and
global issues in texts
Responding to texts that
seek to influence
audiences
Responding to popular
culture texts
Creating
representations of
Australian identities,
places, events and
concepts
Assessment
In Units 3 and 4 students complete four summative assessments. Schools develop three summative internal assessments
and the common internal assessment (CIA) is developed by the QCAA.
Summative assessments
Unit 3 Unit 4
Summative internal assessment 1 (IA1):
Extended response — spoken/signed response.
Student gestures and facial expression must be
visible.
Summative internal assessment 3 (IA3):
Extended response — Multimodal response
Summative internal assessment 2 (IA2):
Common internal assessment (CIA)
Summative internal assessment (IA4):
Extended response — Written response
Texts
Year 11
Semester 1
Nelson Essential English for QCE Units 1-4 Sonja Goss ISBN 9780170421782
Semester 2
LION-A long way Home Saroo Brierley ISBN 9780143572305
LION DVD Transmission Films
Year 12
Semester 1
Nelson Essential English for QCE Units 1-4 Sonja Goss ISBN 9780170421782
Before the Flood DVD National Geographic
Page 32 of 60
Semester 2
Nelson Essential English for QCE Units 1-4 Sonja Goss ISBN 9780170421782
Growing Up Aboriginal in Australia Anita Heiss ISBN 9781863959810
Tomorrow When The War Began John Marsden ISBN 9780330274869
Parents and guardians should review these texts before the student selects this subject.
Page 33 of 60
Essential Mathematics
Essential Mathematics’ major domains are:
Number
Data
Location and time
Measurement
Finance.
Essential Mathematics benefits students because they develop skills that go beyond the traditional ideas of numeracy.
Students develop their conceptual understanding when they undertake tasks that require them to connect mathematical
concepts, operations and relations. They learn to recognise definitions, rules and facts from everyday mathematics and
data, and to calculate using appropriate mathematical processes.
Students interpret and use mathematics to make informed predictions and decisions about personal and financial
priorities. This is achieved through an emphasis on estimation, problem-solving and reasoning, which develops students
into thinking citizens.
Pathways
A course of study in Essential Mathematics can establish a basis for further education and employment in the fields of
trade, industry, business and community services. Students learn within a practical context related to general employment
and successful participation in society, drawing on the mathematics used by various professional and industry groups.
Objectives
By the conclusion of the course of study, students will:
Select, recall and use facts, rules, definitions and procedures drawn from number, data, location and
time, measurement and finance
Comprehend mathematical concepts and techniques drawn from number, data, location and time,
measurement and finance
Communicate using mathematical, statistical and everyday language and conventions
Evaluate the reasonableness of solutions
Justify procedures and decisions by explaining mathematical reasoning
Solve problems by applying mathematical concepts and techniques drawn from number, data,
location and time, measurement and finance.
Recommendations for success
The following is a non-exhaustive list of assumed knowledge from the P–10 Australian Curriculum:
Recall concepts of number and its operations, percentages, money, rates and ratios
Read and use graphs and scales
Recall concepts of probability, data collection and statistical data representations
Use a scientific calculator and other technology, where appropriate
Substitute numbers into formulas
Translate word problems to mathematical form.
Page 34 of 60
Structure
Unit 1 Unit 2 Unit 3 Unit 4
Number, data and
graphs
Money, travel and data Measurement, scales
and data
Graphs, chance and
loans
Fundamental topic:
Calculations
Number
Representing data
Graphs
Fundamental topic:
Calculations
Managing money
Time and motion
Data collection
Fundamental topic:
Calculations
Measurement
Scales, plans and
models
Summarising and
comparing data
Fundamental topic:
Calculations
Bivariate graphs
Probability and
relative frequencies
Loans and compound
interest
Assessment
CTSDE will devise assessments in Units 1 and 2 to prepare students for Units 3 and 4 assessment.
In Units 3 and 4 students complete four summative assessments. Schools develop three summative internal assessments
and the common internal assessment (CIA) is developed by the QCAA.
Summative assessments
Unit 3 Unit 4
Summative internal assessment 1 (IA1):
Problem-solving and modelling task
Summative internal assessment 3 (IA3):
Problem-solving and modelling task
Summative internal assessment 2 (IA2):
Common internal assessment (CIA)
Summative internal assessment (IA4):
Examination
Text
Year 11 & 12
Nil Texts.
Equipment
Any of the scientific calculator models listed below would be suitable for this course:
o Casio fx-82AU Plus II
o Sharp EL-531 WH
o Texas Instruments TI-30XB
Note: Graphic calculators are not permitted in Essential Mathematics exams
Access to Microsoft Office with Word, Excel and Onenote is essential
Page 35 of 60
Social and Community Studies
Social and Community Studies focuses on personal development and social skills which lead to self-reliance, self-
management and concern for others. It fosters appreciation of, and respect for, cultural diversity and encourages
responsible attitudes and behaviours required for effective participation in the community and for thinking critically,
creatively and constructively about their future.
Students develop personal, interpersonal, and citizenship skills, encompassing social skills, communication skills, respect
for and interaction with others, building rapport, problem-solving and decision making, self-esteem, self-confidence and
resilience, workplace skills, learning and study skills.
Students use an inquiry approach in collaborative learning environments to investigate the dynamics of society and the
benefits of working with others in the community. They are provided with opportunities to explore and refine personal
values and lifestyle choices and to practise, develop and value social, community and workplace participation skills.
Pathways
A course of study in Social and Community Studies can establish a basis for further education and employment, as it
helps students develop the personal, interpersonal and citizenship skills and attributes necessary in all workplaces. It
allows them to manage change, to be resilient and adaptive, and to develop strategies so that they can cope with the
demands, not only of everyday life, but also of continuing studies, employment and future careers.
Objectives
By the conclusion of the course of study, students will:
Recognise and describe concepts and ideas related to the development of personal, interpersonal
and citizenship skills
Recognise and explain the ways life skills relate to social contexts
Explain issues and viewpoints related to social investigations
Organise information and material related to social contexts and issues
Analyse and compare viewpoints about social contexts and issues
Apply concepts and ideas to make decisions about social investigations
Use language conventions and features to communicate ideas and information, according to
purposes
Plan and undertake social investigations
Communicate the outcomes of social investigations, to suit audiences
Appraise inquiry processes and the outcomes of social investigations.
Page 36 of 60
Structure
The Social and Community Studies course is designed around three core life skills areas which must be covered within
every elective topic studied, and be integrated throughout the course:
Core life skills
Personal skills – Growing and developing as an individual
Interpersonal skills – Living with and relating to other people
Citizenship skills – Receiving from and contributing to community
Unit 1 Unit 2 Unit 3 Unit4
Foundation – Money
management
Out into the world –
World of work
Complex society – Into
relationships
Complex society –
Today’s society
Out into the world –
Science and
technology
Health – Food and
nutrition
Legally – It could be
you
Assessment
For Social and Community Studies, assessment from Units 3 and 4 is used to determine the student’s exit result, and
consists of four instruments from at least three different assessment techniques, including:
One project or investigation
One examination
No more than two assessments from each technique.
Project Extended
response
Examination Investigation
Investigate cyber
security for a selected
context
Extended response to
stimulus
Respond to questions
about short legal and
citizenship scenarios
Investigate legal roles
and responsibilities
when travelling
overseas
Product component
Online cyber safety
program or webpage
Written component
Design brief and action
plan
500 – 900 words
Spoken component
Cyber safety
presentation
2.5-3.5 minutes
Multimodal response
Prepare a multimodal
presentation using
provided stimulus
items as evidence.
Through this task you
will demonstrate a
knowledge and
understanding of how
a healthy and
balanced diet is
essential for a healthy
lifestyle.
4.0-7.0 minutes
60.90. minutes
Short response test
Response to unseen
questions and a
combination of seen
and unseen stimulus
50-250 words per item
Multimodal response
presentation
4.0-7.0 minutes
Page 37 of 60
Short Courses
Short Course - Numeracy
This Short Course in Numeracy is a one-unit course of study, developed to meet a specific curriculum need. Results in
Numeracy do not contribute to an Australian Tertiary Admission Rank (ATAR) calculation.
The course focuses on aspects of numeracy and does not replace the study of any subject from the current suite of
Mathematics syllabuses. It is informed by the Australian Core Skills Framework (ACSF). The requirements for a grade of
C in this Short Course mirror the numeracy requirements for ACSF Level 3.
In this course of study students will:
Learn a variety of strategies to develop and monitor their own learning
Identify and communicate mathematical information that is embedded in a range of texts and contexts
from everyday life and work
Use mathematical processes and strategies to solve problems in a range of situations
Reflect on outcomes and the appropriateness of mathematical processes used.
Assumed knowledge, prior learning or experience
This subject is suited for students in Years 10–12 who are performing at least at Level 2 of the ACSF and who may be:
At risk of not attaining the numeracy requirement for the QCE
Disengaged with school.
Students who undertake the Short Course in Numeracy will continue to develop their numeracy skills.
These aspects of numeracy knowledge and skills are embedded in the objectives, objectives and subject matter and
instrument-specific standards for Numeracy.
Page 38 of 60
Short Course - Literacy
This Short Course in Literacy is a one-unit course, developed to meet a specific curriculum need. Results in Literacy do
not contribute to an Australian Tertiary Admission Rank (ATAR) calculation.
The course focuses on aspects of literacy and does not replace the study of any subject from the current suite of English
syllabuses. It is informed by, and articulates closely with, the literacy requirements of the Year 9 Literacy Indicators.
It is also informed by the requirements of the Australian Core Skills Framework (ACSF), Level 3.
Senior subjects that contribute to the Queensland Certificate of Education (QCE) are typically those that align most closely
to ACSF Level 3. The requirements for a grade of C in this Short Course mirror the literacy requirements for ACSF Level
3.
In this course of study students:
Learn a variety of strategies to develop and monitor their own learning
Select and apply reading and oral strategies to comprehend and make meaning in texts
Demonstrate the relationships between ideas and information in written, oral, visual and multimodal
texts
Evaluate and communicate ideas and information in written, oral, visual or digital modes
Learn and use textual features and conventions, including vocabulary and grammatical structures.
Assumed knowledge, prior learning or experience
This subject is suited for students in Years 10–12 who are performing at least at Level 2 of the ACSF and who may be:
At risk of not attaining the literacy requirement for the QCE
Disengaged with school.
Page 39 of 60
Vocational Education and Training
This section details the Vocational Education and Training (VET) courses available in the Senior School. Students
may select one or more of the VET courses. Note that VET courses lead to a nationally recognised qualification (at
Certificate I, Certificate II or Certificate III level) but do not count directly toward university entry (in most cases) or
toward an OP score. If you are interested in working or studying further in any of the industries or vocations covered in
our VET offerings, these courses can be valuable.
The courses outlined below are available through this school. While some of the courses may be delivered by an
institution, the enrolment process and ongoing support for you as a student will be through this school.
The VET courses are based on specific units of competency, with the successful completion of a number of units
of competency leading to qualification. Results for units of competency are:
‘Competent’ and ‘Not Yet Competent’. Where students have been deemed ‘Not Yet Competent’ on an assessment item,
that item (or an alternative) will need to be attempted and submitted again, until the student has gained competence in
the particular skill or knowledge being assessed.
Many VET courses also include compulsory work placement or work experience, and involve compulsory attendance at
a practicum, where skills and knowledge can be evaluated in a face to face environment.
Certificate I courses require a minimum of 40 hours (8 hours per day over 5 days); Certificate II courses require a minimum
of 80 hours (8 hours per day over 10 days); Certificate III courses require a minimum of 160 hours (8 hours per day over 20
days).
Assessment instruments in these courses will always be focused on ‘real world’ situations, and will reflect current work
practices in a range of industries.
A PC type laptop or desktop computer is recommended.
All VET qualifications contained in this booklet are current. Should a new version of a Qualification be released, a plan to
transition to the new version for students who do not complete before the expiry date shall be put into place.
N.B. If you are enrolling in a VET Certificate, you must create a USI on enrolment; refer to the
Independent Learner Handbook for instruction on applying for a USI. Please note you will need
to take print screens of the information you use and save this information.
Page 40 of 60
Business
BSB10115 Certificate I in Business
Accredited by: TEIA Ltd. (National Code: 5811)
This course provides students with opportunities for the development of basic office skills. Students will gain two credit
points towards their Queensland Certificate of Education.
An RPL process is available for this course.
The course consists on the completion of six of the following units (one core and five electives)
Core Units
BSBWHS201 Contribute to health and safety of self and others
Electives
BSBCMM101 Apply basic communication skills
BSBADM101 Use business equipment and resources
BSBITU111 Operate a Personal Digital Device
BSBITU112 Develop Keyboard Skills
ICAICT102 Operate Word Processing Applications
Assessment
Assignments and practical applications
Competency-based Assessment applies.
Time Commitment
A minimum of three hours each week is required, plus five days of work experience
Requirements
Access to personal computer and printer
Microsoft Office Software
Access to the Internet
Lessons
Lessons/tutorials are offered once weekly
Course duration
6 months – 1 year
Delivering body
Charters Towers School of Distance Education
Page 41 of 60
BSB20115 Certificate II in Business
Accredited by: TEIA Ltd. (National Code: 5811)
This course provides students with opportunities for the development of office and general administration skills. The course is
presented on-line through a virtual office environment and covers the set of units of competency as listed. Students will gain four
credit points towards their Queensland Certificate of Education. The course consists of one core unit and 11 electives. This course
needs Internet access.
An RPL process is available for this course.
Core Units
BSBWHS201 Contribute to health and safety of self and others
Electives
BSBIND201 Work Effectively in a Business Environment
BSBINM201 Process and Maintain Workplace Information
BSBINM202 Handle Mail
BSBCMM201 Communicate in the Workplace
BSBWOR202 Organise and Complete Daily Work Activities
BSBWOR203 Work Effectively with Others
BSBWOR204 Use Business Technology
BSBITU211 Produce Digital Text Documents
BSBITU212 Create and Use Spreadsheets
BSBITU213 Use Digital Technologies to Communicate Remotely
BSBCUS201 Deliver a Service to Customers
Assessment
Simulated office practical applications, activities and projects
Competency-based assessment applies.
Time Commitment
A minimum of three hours a week is required, plus 10 days’ work experience in an office setting is recommended.
Requirements
Access to personal computer and printer
Microsoft Office software
Access to the Internet
Lessons
Lessons/tutorials are offered twice weekly
Course duration
12 months – 2 years
Delivering body
Charters Towers School of Distance Education
Page 42 of 60
BSB30115 Certificate III in Business
Accredited by: TEIA Ltd. (National Code: 5811)
This course provides students with opportunities for the development of advanced office administration skills. This course is
delivered in a blended approach using e-learning techniques in a virtual office environment. This scenario-based approach
covers the set of units of competency as listed. To complete the course, one core and 11 electives are required. Students will
gain eight credit points towards their Queensland Certificate of Education.
An RPL process is available for this course.
Core Units
BSBWHS302 Apply knowledge of WHS legislation in the Workplace
Electives
BSBITU312 Create Electronic Presentations
BSBITU313 Design and Produce Digital Text Documents
BSBITU314 Design and Produce Spreadsheets
BSBITU306 Design and Produce Business Documents
BSBITU309 Produce Desktop Published Documents
BSBWOR301 Organise Personal Work Priorities and Development
BSBWRT301 Write Simple Documents
BSBPUR301 Purchase Goods and Services
BSBPRO301 Recommend Products and Services
BSBFLM312 Contribute to Team Effectiveness
BSBCMM301 Process Customer Complaints
BSBSUS401 Implement and Monitor Environmentally Sustainable Work Practices
Assessment
Simulated office practical applications, activities and projects
Competency-based assessment applies
Time Commitment
A minimum of 5-6 hours each week is required. Students are encouraged to undertake 160 hours of monitored work
placement/work experience during this course in an office setting.
Requirements
Access to personal computer and printer
Microsoft Office software
Access to the Internet
Recommended work placement
Course duration
12 months – 2 years
Lessons
Lessons/tutorials are offered once weekly
Delivering body
Charters Towers School of Distance Education
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Information Technology
ICT10115 Certificate I in Information, Digital Media and Technology
by negotiation only
Accredited by: TEIA Ltd. (National Code: 5811)
This course provides basic technology skills related to the use of computers. Students will gain 2 credit points towards their
Queensland Certificate of Education.
Students will complete ALL of the core units and select two [2] of the three [3] electives.
Core Units
ICAICT101 Operate a Personal Computer
ICAICT102 Operate a word processing Application
ICAICT103 Use, Communicate and Search Securely on the internet
ICAICT104 Use Digital Devices
Electives
BSBWHS201 Contribute to health and safety of self and others
BSBCMM101 Apply basic communication skills
ICAICT108 Use digital literacy skills to access the internet
Assessment
Assignments
Practical Applications
Workplace Activities and Projects
Competency-based assessment applies
Requirements
Access to personal computer and printer
Microsoft Office software
Access to the Internet
Course duration
3 months – 1 year
Lessons
Lessons/tutorials are offered twice weekly
Delivering body
Charters Towers School of Distance Education
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ICT20115 Certificate II in Information, Digital Media and Technology
Accredited by: TEIA Ltd. (National Code: 5811)
This qualification provides core computer literacy skills and provides the foundation skills for using a computer in any vocation
or position. Students will gain 4 credit points towards their Queensland Certificate of Education.
Core Units
BSBWHS201 Contribute to the Health and Safety of Self and Others
ICTICT201 Use Computer Operating Systems and Hardware
ICTICT202 Work and Communicate Effectively in an ICT Environment
ICTICT203 Operate Application Software Packages
ICTICT204 Operate a Digital Media Technology Package
ICTWEB201 Use Social Media Tools for Collaboration and Engagement
Electives
ICPDMT321 Capture a Digital Image
ICTICT205 Design Basic Organisational Documents Using Computing Packages
ICTICT206 Install Software Applications
ICTICT209 Interact with ICT Clients
ICTSAS203 Connect Hardware Peripherals
ICTICT303 Connect Internal Hardware Components
ICTICT301 Create User Documentation
Assessment
Projects and activities to be returned to the teacher
Competency based assessment
Time Commitment
A minimum of 4 – 5 hours per week. Students are recommended to undertake up to 80 hours of work placement during this
course in an IT environment.
Requirements
Access to personal computer and printer
Microsoft Office software
Access to the Internet
Course duration
12 months – 2 years
Lessons
Lessons/tutorials are offered twice weekly
Delivering Body
Charters Towers School of Distance Education
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Arts
CUA20715 Certificate ll in Visual Arts Accredited by: TEIA Ltd. (National Code: 5811)
This course provides basic drawing, printmaking, painting, sculptural and digital skills related to creating own art work. Students
will gain 4 credit points towards their Queensland Certificate of Education.
Core units
BSBWHS201 Contribute to health and safety of self and others
CUAACD101 Use basic drawing techniques
CUAPPR201 Make simple creative work
CUARES202 Source and use information relevant to own arts practice
Electives
CUADIG202 Develop digital imaging skills
CUADRA201 Develop drawing skills
CUAPAI201 Develop painting skills
CUAPRI201 Develop printmaking skills
CUASCU201 Develop sculptural skills
Assessment
Visual Diary
Portfolios of practical work
Resolved art pieces
Artist statements
Requirements
Access to personal computer and printer
Microsoft Office software
Access to the Internet
List of resources
Course duration 12 months – 2 years Lessons
Lessons/tutorials are offered twice weekly
Delivering body
Charters Towers School of Distance Education
Resources
Visual Art Kit 2
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AHC20116 Certificate II in Agriculture
Accredited by: Jenagar Pty Ltd. (National Code: 31963)
This course is for students interested in the basic factual,
technical and procedural knowledge to successfully enter
industries such as beef cattle production.
The course is delivered over 2 years and is worth 4 credit
points.
To complete, the course requires the completion of 18 units of
competency made up of 2 core units and 16 elective
units. The practical element of the course will be assessed
through work placement and workplace assessment.
Core Units
AHCWRK204 Work effectively in the industry
AHCWRK209 Participate in environmentally sustainable work practices
AHCWHS201 Participate in work health and safety processes
Electives
AHCBIO201 Inspect and clean machinery for plant animal & soil material
AHCCHM201 Apply chemicals under supervision
AHCLSK205 Handle livestock using basic techniques
AHCLSK206 Identify and mark livestock
AHCLSK207 Load and unload livestock
AHCLSK208 Monitor livestock to parturition
AHCLSK209 Monitor water supplies
AHCLSK211 Provide feed for livestock
AHCPMG201 Treat weeds
RIISAM203 Use hand and power tools
TLI01001 Shift materials safely using manual handling methods
AHCWRK205 Participate in workplace communications
BSBITU213 Use Digital Technologies to Communicate Remotely
AHCLSK331 Comply with industry animal welfare Requirements
AHCLSK210 Muster and move livestock
Assessment
Skills to access, record and act on a range of information
Skills to apply and communicate solutions to a range of predictable problems
Technical skills to use a range of equipment
Completion of routine tasks in known and stable contexts
Complete routine but variable tasks in collaboration with others in a team environment.
Time Commitments
A minimum of 4-5 hours per week, over a two year course.
Students required to undertake 80 hours of work placement
during the course in an agricultural environment. Attendance at
a 5 day practical training and assessment activity, ‘live in’
arrangement. This attendance is mandatory.
Requirements
Access to personal computer and printer
MS Office software
Access to the Internet
Work placement up to 80 hours
Course duration:
12 months – 2 years
Delivering Body
Charters Towers School of Distance Education
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AHC30116 Certificate III in Agriculture
Accredited by: Jenagar Pty Ltd. (National Code: 31963)
This course is for students interested in the basic factual, technical and procedural knowledge to successfully enter industries such as
beef cattle production.
The course is delivered over 2 years and is worth 8 credit points.
To complete, the course requires the completion of 18 units of competency made up of 2 core units and 16 elective units. The
practical element of the course will be assessed through work placement and workplace assessment.
Core Units
AHCWHS301 Contribute to work health and safety processes
AHCWRK309 Apply environmentally sustainable work
Electives
AHCLSK301 Administer medication to livestock
AHCLSK305 Maintain livestock water supplies
AHCLSK308 Identify and draft livestock
AHCLSK309 Implement animal health control programs
AHCLSK311 Implement feeding plans for livestock
AHCLSK331 Comply with industry animal welfare requirements
AHCCHM307 Prepare and apply chemicals to control pest, weeds and diseases
AHCCHM304 Transport and store chemicals
AHCINF303 Plan and construct conventional fencing
AHCPMG301 Control weeds
AHCBIO201 Inspect and clean machinery for plant, animal and soil material
AHCLSK205 Handle livestock using basic techniques
AHCLSK207 Load and unload livestock
AHCLSK210 Muster and move livestock
Assessment
Skills to access, record and act on a range of information
Skills to apply and communicate solutions to a range of predictable problems
Technical skills to use a range of equipment
Completion of routine tasks in known and stable contexts
Complete routine but variable tasks in collaboration with others in a team environment.
Time Commitments
A minimum of 5-6 hours per week. Students required to undertake 160 hours of work placement during the course in an agricultural
environment. Attendance at a 5 day practical training and assessment activity, ‘live in’ arrangement. Attendance at VET Placement Weeks
is mandatory.
Requirements
Access to personal computer and printer
MS Office software
Access to the Internet
Work placement up to 200 hours
Course duration
12 months – 2 years
Delivering body
Charters Towers School of Distance Education
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General Education Program
FSK20113 Certificate II in Skills for Work and Vocational Pathways
Accredited by: TEIA Ltd. (National Code: 5811)
This qualification is designed for individuals who require further foundation skills development to prepare for workforce entry or vocational training pathways.
It is suitable for individuals who require:
A pathway to employment or vocational training
Reading, writing, numeracy, oral communication and learning skills at Australian Core Skills Framework (ACSF) Level 3
Entry level digital literacy and employability skills
A vocational training and employment plan.
Core Units FSKDIG03 Use digital technology for routine workplace tasks
FSKLRG09 Use strategies to respond to routine workplace problems
FSKLRG11 Use routine strategies for work-related learning
FSKNUM14 Calculate with whole numbers and familiar fractions, decimals and percentages for work
FSKNUM15 Estimate, measure and calculate routine metric measurements for work
FSKOCM07 Interact effectively with others at work
FSKRDG10 Read and respond to routine workplace information
FSKWTG09 Write routine workplace texts
Electives Two elective units must be vocational units from other training packages. The remaining electives units may be selected as follows:
Up to 4 vocational units from other training packages, and their prerequisite units where applicable
Up to 4 units from the Foundation Skills Training Package
Up to 3 units from accredited courses. Elective units must be relevant to vocational pathways. Assessment
Literacy and numeracy skills to Level 3 of Australian Core Skills
Portfolio of work gathered during the course
Online tests
Time Commitments
3 – 4 hours per week for 40 weeks
Course duration
6 months – 2 years
Delivering body
Charters Towers School of Distance Education
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CHC30213 Certificate III in Education Support
Accredited by: TEIA Ltd. (National Code: 5811)
This course prepares students for working as a Teacher Aide. Students will gain eight credit points towards their Queensland
Certificate of Education. Offered to students in year 11 + 12 only
To receive a Certificate III in Education Support, participants are required to successfully complete 17 units made up of 12 Core Units and
5 Elective Units.
Core Units
CHCECE006 Support behaviour of children and young people
CHCEDS001 Comply with legislative, policy and industrial requirements in the education environment
CHCEDS002 Assist implementation of planned educational programs
CHCEDS003 Contribute to student education in all developmental domains
CHCEDS004 Contribute to organisation and management of classroom or centre
CHCEDS005 Support the development of literacy and oral language skills
CHCEDS006 Support the development of numeracy skills
CHCEDS007 Work effectively with students and colleagues
CHCEDA017 Contribute to the health and safety of students
CHCEDS018 Support students with additional needs in the classroom environment
CHCDIV001 Work with diverse people
CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety
Elective Units
BSBCMM201 Communicate in the workplace
CHCEDS011 Search and assess online information
CHCEDS012 Set up and sustain individual and small group learning areas
CHCEDS013 Use an e-learning management system
HLTWHS001 Participate in work health and safety
(Student may consider completing First Aid training with a nationally accredited training organisation to gain their First Aid certificate as a
credit transfer for this unit)
You will be advised of the other elective units on offer on commencement of the course.
Time Commitment
A minimum of three hours each week is required. Students must undertake 20 days of monitored work placement/work experience
during this course in an office setting
Requirements
Access to a personal computer and printer
Microsoft Office software
Internet Access – course work is delivered online
Holder of a Blue Card
Lessons
Lessons/tutorials are offered twice weekly
Delivering Body
Charters Towers School of Distance Education
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Important information
Please read the information below BEFORE completing the course selection form
QCE Eligibility
School age students must select sufficient subjects to ensure that they are eligible for the Queensland Certificate in Education (QCE).
To be eligible for the QCE:
- A total of at least 20 points is required (points shown in brackets after subject/certificate). At least three complete courses of study are required (a complete course is four semesters of the same subject or a complete VET Certificate II or III)
- Minimum levels of literacy and numeracy must be displayed
- Certificate courses completed in Year 10 may also be counted.
ATAR Eligibility
QTAC will calculate ATARs based on either:
A student's best five General subject results or a student's best results in a combination of four General subject results, plus one of the following applied learning subject results:
The best result in a QCAA Applied subject
Certificate III
Certificate IV
Diploma or Advanced diploma.
If you are aiming for an ATAR for tertiary study entry, Queensland universities have decided that the following rules will apply: 1. Only General English subjects or Applied English subjects can be included in the ATAR, but not both. 2. Only General Maths subjects or Applied Maths subjects can be included in the ATAR, but not both. 3. Only one type of language subject can be included in the ATAR – either General or Senior External Examination, but not both.
Core Learning
Areas
One subject from each core learning area (English and Mathematics) must be selected. Mathematics A and
B may be studied simultaneously.
Elective Learning
Areas
In addition to the core subjects above, students must choose three or four elective subjects, VET
Certificates (or a combination of these). Students on a full workload should study a minimum of 5 and
maximum of 6 subjects. It is recommended that students aim to have achieved more than 20 points
towards their QCE by the end of Year 12, as this allows
VET Certificates
Students must enrol in and complete at least one VET Certificate course throughout Year 10, 11 and/or
12.
Students may enrol in only one VET Certificate III course at a time.
N.B. If you are enrolling in a VET Certificate, you MUST provide your USI on enrolment.
VET and
Duplication of
Learning Credits
Applied subjects and Certificate II level VET qualifications that have similar subject matter and learning goals
are considered duplication of learning and therefore credit will not be awarded for both.
When a student completes or partially completes multiple qualifications from within the same VET training
package (e.g. Certificate II in Business and Certificate III in Business), the highest level qualification in the
Core category of learning will contribute credit to a QCE.
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QCIA Eligibility
The Queensland Certificate of Individual Achievement (QCIA) recognises the achievements of students
who are on individualised learning programs.
Students studying a QCIA pathway will typically choose subjects with guidance from the Head of Special
Education Services (HOSES). Please indicate subjects that you would like to study, and these will be
confirmed at enrolment.
Single Subject
Enrolments
Students enrolling in single subjects only (eg independent learners, school-based students) do not need to
meet the above requirements.
Elective Subjects
from other
Providers and
Institutions
A student may particularly wish to study a subject not offered by the school. Where possible the school
will endeavour to accommodate this.
If a student wishes to study a VET course through other institutions (eg at an Agricultural College), the
student must contact that institution and arrange enrolment. The student must then provide the school
with details of the course.
If you are studying or planning to study a course at an agricultural college, please provide the following information:
Name of Course: ________________________________ Course Code: _________________
Name of Institution: ___________________________________________________________
Proof of enrolment is: ☐ Attached ☐ Following
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Year 10 overview Term One Term Two
English Unit 6
English Unit 2 Unit 1
Maths Unit 6
Maths Unit 2
Unit 1 Unit 5
Science Unit 5
Science Unit 3
Unit 6 Unit 4
History Unit 1
History Unit 2
Unit 2 Unit 3
Economics and Business Unit 2 Civics and Citizenships Unit 2
Japanese/Chinese (Elective) TBA Japanese/Chinese (Elective) TBA
Certificate II in Work Skills and
Vocational Pathways Cluster TBA
Certificate II in Work Skills and
Vocational Pathways Cluster TBA
Term Three Term Four
English Unit 4
English Unit 3 Unit 5
Maths Unit 3
Maths Unit 7
Unit 4 Unit 8
Science Unit 1
Science Unit 7
Unit 2 Unit 8
Geography Unit 1 Geography Unit 2
HPE TBA Visual Arts TBA
Japanese/Chinese (Elective) TBA Japanese/Chinese (Elective) TBA
Certificate II in Work Skills and
Vocational Pathways Cluster TBA
Certificate II in Work Skills and
Vocational Pathways Cluster TBA
Compulsory schooling requirement It is compulsory for young people to stay at school until they complete Year 10 or turn 16, whichever comes first.
Compulsory participation phase After a young person completes Year 10 or has turned 16 they will be required to participate in education or
training:
For two years beyond Year 10 or turning 16; or
Until they have gained a Senior Certificate; or
Until they have gained a Certificate III; or
Until they turn 17; or
Until they obtain paid employment for a minimum of 25 hours per week.
During this period a young person must participate in full-time learning. Flexible arrangements will apply. It will be an offence for parents to fail to ensure participation in one or more of these options. More information can be found at http://education.qld.gov.au/etrf/senior.html
Year 10 courses All Year 10 students do the core subjects of Mathematics, English, Science, History, Geography, Civics and Citizenship, Economics and Business, and Languages as an elective.
SET Plans During Semester 2 of Year 10, students will develop a Senior Education and Training Plan (SETP) which will guide their pathway through Year 11 and 12 and beyond.
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Selection process Students should indicate the elective they have chosen on the subject selection form. Note: A student may select an elective offered by another provider. In this case the student must approach the other provider, enroll in the course and provide the school with proof of enrolment. Certificate courses completed in year 10 contribute towards the Queensland Certificate in Education in Year 12.
Supervised assessment Most subjects require that students complete at least some of their assessment items under supervised conditions, to
prove authenticity. All students are required to nominate an appropriate exam supervisor, who is unrelated to the
student. Please complete the Nomination of Exam Supervisor Form found in Enrolment Application Form 2. More
details will be forwarded to students on enrolment.
Assessment Based Pathways The school offers short courses that are designed for adult students who need to show evidence of a year 10 level of
literacy or numeracy (e.g. for people wishing to enter the military). Note:
These are not instructional courses. Students complete and return assessments which are designed to test
their knowledge
The assessments should take 1 to 2 months to complete
These courses are not offered to school aged Year 10 students.
Pathways available:
Assessment Based Literacy
Assessment Based Numeracy
Please contact the Head of Department for Senior Schooling to discuss these pathways if you are interested.
Year 10 English Assessment Pathways assesses the student’s competence in the following areas:
Basic spelling, grammar and punctuation skills
Basic comprehension
Constructing texts (process of writing sentences, paragraphs and a text)
Oral skills
Essay writing and
Descriptive writing
Year 10 Mathematics Assessment Pathways assesses the student’s competence in the following areas:
Number, including whole numbers, integers, fractions, decimals, percentage and scientific notation
Algebra, including solving linear equations and graphing linear functions
Measurement, including length, area, surface area, volume, mass, time, Pythagoras’ Theorem and Trigonometry
Chance and Data, including probability, graph construction and interpretation, mean, median, mode and range,
stem and leaf plots and box and whisker plots, and
Space, including angles and relationships between angles in triangles and on parallel lines, similar and congruent triangles.
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Year 11 Course Selection
Senior Pathway:
(Select ONE)
☐ QCE
☐ QCE and ATAR
☐ QCIA
☐ Other: ________________
Possible ATAR Combinations:
5 General Subjects
4 General Subjects + 1 Applied Subject
4 General Subjects + 1 Certificate III Course
Year 11
Select ONE subject from line A and ONE subject from line B
LINE General Applied VET
C ☐ English (4) ☐ Essential English (4)
B ☐ General Mathematics (4) ☐ Essential Mathematics (4)
Selection ONE subject from any four of the lines C – I below. N.B. If you select a Certificate III course, please select only 3 subjects from lines C – I.
LINE General Applied VET
A ☐ Chemistry (4) ☐ Science in Practice (4)
D ☐ Biology (4) ☐ Cert III Ed Support (8)
E ☐ Mathematical Methods (4) ☐ Cert II Visual Art (4)
F ☐ Psychology (4)
☐ Social and Community
Studies (4)
G ☐ Geography (4) ☐ Cert II Skills for Work &
Vocational Pathways (4)
H
☐ Modern History (4)
☐ Japanese (4)
☐ Cert II Business (4)
☐ Cert III Business (8)
I ☐ Ancient History (4) ☐ Cert II Agriculture (4)
☐ Cert III Agriculture (8)
☐ Cert II IDMT (4)
Please indicate any VET Certificates completed in Year 10: ________________________________________
Short Courses
☐ Short Course in Numeracy ** (1) ☐ Short Course in Literacy ** (1)
** Students should talk with the Senior Schooling Deputy Principal before selecting Short Course in Numeracy or Short Course in Literacy.
TIP: Use the Personal QCE Planner below to check you are on track with your chosen subjects
PE
RS
ON
AL
QC
E P
LA
NN
ER
Subject Number of points acquired (if subject is completed to
a minimum Sound Level of Achievement)
TOTAL POINTS (MUST BE GREATER THAN 20):
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Year 12 Course Selection Name: Senior Pathway:
(Select ONE)
☐ QCE
☐ QCE and ATAR
☐ QCIA
☐ Other: ________________
Possible ATAR Combinations:
5 General Subjects
4 General Subjects + 1 Applied Subject
4 General Subjects + 1 Certificate III Course
Year 12
Select ONE subject from line A and ONE subject from line B
LINE General Applied VET
F ☐ General Mathematics (4) ☐ Essential Mathematics (4)
B ☐ English (4) ☐ Essential English (4)
Selection ONE subject from any four of the lines C – I below. N.B. If you select a Certificate III course, please select only 3 subjects from lines C – I.
LINE General Applied VET
A ☐ Modern History (4)
C ☐ Psychology (4) ☐ Social and Community
Studies (4)
D ☐ Ancient History (4) ☐ Cert III Ed Support (8)
E ☐ Biology (4) ☐ Cert II Visual Arts (4)
G ☐ Mathematical Methods (4) ☐ Cert II Skills for Work &
Vocational Pathways (4)
H ☐ Geography (4) ☐ Cert II Business (4)
☐ Cert III Business (8)
I ☐ Chemistry (4) ☐ Science in Practice (4) ☐ Cert II Agriculture (4)
☐ Cert III Agriculture (8)
☐ Cert II IDMT (4)
Please indicate any VET Certificates completed in Year 10: ________________________________________
Short Courses
☐ Short Course in Numeracy ** (1) ☐ Short Course in Literacy ** (1)
** Students should talk with the Senior Schooling Deputy Principal before selecting Short Course in Numeracy or Short Course in Literacy.
TIP: Use the Personal QCE Planner below to check you are on track with your chosen subjects
PE
RS
ON
AL
QC
E P
LA
NN
ER
Subject Number of points acquired (if subject is completed to
a minimum Sound Level of Achievement)
TOTAL POINTS (MUST BE GREATER THAN 20):
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